making sense of a reading community

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  • Il social reading comincia dalle persone

    May 9th, 2016

    Making Sense of a Reading Community

  • LETS PLAY A GAME Warming Up

    2

  • A Farewell To Arms By Ernest Hemingway

    3

  • Read and Tweet

    Read the text Rewrite it in 140 characters or less,

    including the hashtag #Farewell

    Fill the form below with your tweet

    4

  • Example

    5

    The war was changed too. No, Mr. Hemingway. The war never changes. #Farewell

  • Example

    6

    T h e w a r w a s c h a n g e d t o o . N o , M r H e m i n g

    w a y . T h e w a r n e v e r c a n g e s . # F a r e w e l l h

    .

  • Rules

    7

    T h e w a r w a s c h a n g e d t o o . N o , M r H e m i n g

    w a y . T h e w a r n e v e r c a n g e s . # F a r e w e l l h

    .

    One space per character

    No hyphenation at the end of a line

    Spaces between words

  • Findings

    8

    While summarizing, we select.

  • Findings

    9

    We (should) imitate the style of the original.

  • Findings

    10

    We take a position: we adhere to the original or we distance ourselves from it.

  • Findings

    11

    We move the original to a new context.

  • Findings

    12

    We adapt our style to the space constraint.

  • Findings

    13

    We talk about ourselves.

  • Findings

    14

    We connect to other texts or content.

  • Even More Difficult

    Rewrite in bureaucratic style (pastiche) Rewrite describing one sense in terms of

    another (synesthesia)

    Rewrite avoiding the vowel E (lipogram) Rewrite using all words which start with the

    same letter (tautogram)

    15

  • Findings

    16

    While summarizing, we play and share.

  • Findings

    17

    The text is a proxy between people in a conversation.

  • I wouldnt take a single book to a desert island, because [] I must at least be able to say that Ive been reading.

    Peter Bichsel

    18

  • FROM TWLETTERATURA TO BETWYLL

    Part One

    19

  • TwLetteratura (TWL) is a community of people using Twitter and its paradigms brevity and sharing to engage themselves in reading texts.

  • The single rewriting may be paraphrase, variation, comment, free

    interpretation, as long as contained in the limit of 140 characters.

  • Tweets are recombined into a new meaningful paratextual apparatus, using online editorial platforms like Storify or Tweetbook.

  • BOOK

    READERS/REWRITERS COMMUNITY

    The text is dissected through the work of

    rewriting that is carried out by each member of

    the community.

    TWEETBOOK INTERNET

    A new content is published, which

    synthetizes the work of reading, decoding and interpretation of

    the community.

    CURATORS COMMUNITY

  • 24

    15,000 user, 5,000 students and 120 schools engaged, workshops with

    universities, projects with local governments and cultural institutions.

  • Texts are intended as any kind of cultural content: books, paintings, sculptures, musical compositions, movies, architecture and other artefacts.

    Photo:ChrisJones

  • We do not read texts on Twitter. We use Twitter as a social space

    where individuals can turn reading into a shared experience.

  • While commenting, summarizing, and rewriting, we do not produce new texts. Our tweets are rather metatexts or epitexts: they

    refer to texts that already exist.

  • The act of writing is literally moving language from one place to another, boldly proclaiming that context is the new content. (Kenneth Goldsmith)

  • TWL developed betwyll, a web-based app designed for reading,

    annotating and sharing comments about texts. betwyll is currently

    available in invite-only private beta.

    Betwyll leverages the dynamics of gamification and an ad hoc user interface to improve the experience provided today via Twitter.

  • 30

    Use cases for betwyll?

  • 31

    CORPORATIONS

    Internal communication and change management

  • 32

    SCHOOLS & EDUCATIONS

    Support to learning

  • 33

    MEDIA & PUBLISHING

    Promotion of editorial products and audience engagement

  • 34

    TOURISM & LOCAL GOVERNMENTS

    Promotion of cultural heritage

  • THE COMMUNITY Part Two

    35

  • Social Reading Forum

    Between 20 & 31 January 2016 a panel of teachers provided feedback and discussed over 30 topics.

    We used a dedicated TWL-branded community platform set up and hosted by CMNTY, compliant with ESOMAR.

    36

  • Respondents Profile

    All Italian residents and Italian speaking Women: 19; men: 1. Age: 30+, variety of professional seniority

    levels.

    Primary schools: 8; secondary schools: 12. Multi-disciplinary panel: teachers in

    literature & languages (predominantly), history, arts, mathematics.

    37

  • 38

    Key insights

  • Reading, A Way of Life

    Reading arouses a myriad of emotions and experiences.

    It relates to escapism, relax and dreams and thus ignites a heightened sense of freedom.

    It stimulates reflection and connection with themselves and with the world(s) outside.

    39

  • Offline/Online

    Print books remain the preferred format, but teachers are fond of e-books as well.

    Teachers are all using multiple devices and social networks are commonly used.

    Teachers are convinced that they can help millennials to unleash the full/true potential of social media.

    40

  • Literature in the Classroom

    Reading at school stimulates openness, dialogue, sharing of ideas and reflections, fantasy, discovery.

    Its even better when it is done in the form of reading aloud.

    Otherwise it is an overwhelming fatigue related to attitudinal and economic aspects.

    Therefore it might result in a feeling of frustration and isolation.

    41

  • Strength of Method

    TWL forces students to to pay attention to spelling, grammar and semantics.

    It enhances creativity. It encourages to formulate/exchange ideas. It increases self-esteem among students. It enables contacts with other schools. It stimulates books purchase or visits to

    libraries.

    42

  • Community as a Brend

    Teachers who apply the TWL method feel part of a strong community.

    They see themselves not as mere users or contributors but experience their bond with TWL as a kind of co-ownership.

    The vast majority of the teachers who took part in the research are actual promoters, as the +86 Net Promoter Score demonstrates.

    43

  • Net Promoter Score

    It measures the likelihood to recommend (on a 0-10 points scale).

    The score is the delta between the percentage of promoters (those giving a 9 or 10 on 10) minus the percentage of detractors (those giving a 0-6 score).

    In the case of TWL the score is based on n = 14, with 86% promoters and 0% detractors.

    44

  • TOWARDS A QUANTITATIVE MEASURE

    Part Three

    45

  • Measuring Impact

    First feedbacks from schools show that we make people read more and better.

    We are currently defining a protocol to get a quantitative measure of the impact.

    46

  • Social Impact

    Do we encourage students to read books? Do we contribute to the prevention of

    school dropout?

    Are we able to leverage cultural heritage as an engine of innovation?

    47

  • Learning Objectives

    Linguistic skills: decoding, fluency, vocabulary, comprehension

    Collaborative skills Critical thinking skills and literary

    competence

    Media literacy skills

    48

  • More

    @twletteratura / @paolocosta

    www.twletteratura.org

    www.betwyll.com

    49

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